‘THE CAMBRIDGE APPLIED LINGUISTICS SERIES Series editors: Michael H. Long and Jack C. Richards ‘This new series presents the findings of recent work in applied linguistics which are of direce relevance to language teaching and learning and of particular interest to applied linguists, researchers, language teachers, and teacher crainers In this series Interactive Approaches to Second Language Reading edited by Patricia L. Carrell, Joanne Devine, and David E, Eskey Second Language Classrooms ~ Research on teaching and learning, by Craig Chandron Language Learning and Deafness edited by Michael Strong “The Learner-Centred Curriculum by David Nunan ‘The Second Language Cur jicvlum edited by Robert Keith Johnson Language Transfer ~ Cross-inguistic influence in language learning by Terrence Odlin Linguistic Perspectives on Second Language Acquistion edited by Susan M. Gass and Jacquelyn Schachter Learning Strategies in Second Language Acquisit Anna Uhl Chamot ‘The Development of Second Language Proficiency edited by Birgit Harley, Patrick Allen, Jim Cummins and Merrill Swain by J. Michael OMalley and Second Language Writing ~ Research insights forthe classroom cated by Barbara Kroll Genre Analysis ~ English in academic and research stings by Joh M. Swales Evaluating Second Language Education edited by J. Charles Alderson and Alan Beretta en os Perspectives on Pedagogical Grammar edited by Terence Odin Second Language Writing Research insights for the classroom Edited by Barbara Kroll California State University, Northridge CAMBRIDGE UNIVERSITY PRESSPublished by the Press Syndicate ofthe University of Cambridge ‘The Pitt Building, Trumpington Street, Cambridge CB2 IRP 40 West 20th Street, New York, NY 10011-4211, USA 10 Stamford Road, Oakleigh, Melbourne 3166 Austra © Cambridge University Press 1990 First published 1990 Fourth printing 1994 Printed in che United States of America Library of Congress Cataloging-in- Publication Data Second language writing: research insights fr the classtoom / edited by Barbara Kroll . em. ~ (Cambridge applied linguistics series) Includes bibliographical references. ISBN 0:521-38383-8 hardcover) ISBN 0-521.38778-7 (paperback) 1. English language ~ Stody and teaching - Forcign speakers. 2 English language — Composition and exercnes ~ Study and teaching, 2 Kroll, Barbara, Ml, Sens. PEI128.42833 "1990 808'.042'07 — 420 90-1067 ap Britsh Library Cataloguing in Publication Data Second langage writing: esearch insights for the classroom, (Cambridge applied linguistics series) 1. Non-English speaking stdems, Curriculum subjects I Kroll, Barbara '808.08207 ISBN 0:525-38595.9 hardback ISBN 0.521-38778-7 paperback Contents List of contributors vii Series editors’ preface vii Preface ix Introduction 1 Barbara Kroll I PHILOSOPHICAL UNDERPINNINGS OF SECOND LANGUAGE WRITING INSTRUCTION 7 Chapter 1 Second language composition instruction: developments, issues, and directions in ESL M1 Tony Silva oapter 2. L1 composition theories: implications for developing theories of L2 composition 24 ‘Ann M. Johns Chapter 3. An overview of second language writing process research 37 Alexandra Rowe Krapels Chapter4 — Couching frome the margins: issues in toritten response $7 Hlona Leki Chapter S$ Second language writing: assessment issues 69 Liz Hamp-Lyons Chapter 6 Reading-writing connections: toward a description for second language learners 88 Joan Carson Eisterholdvi Contents I CONSIDERATIONS FOR WRITING INSTRUCTION — 103 Chapter 7 Composing in English: effects of a first language on toriting in English as a second language 109 Alexander Friedlander Chapter 8 The teaching of topical structure analysis as a revision strategy for ESL writers 126 Ulla Connor and Mary Farmer Chapter 9 What does time buy? ESL student performance on home versus class compositions 140 Barbara Kroll Chapter 10 Feedback on compositions: teacher and student verbal reports 155 Andrew D. Cohen and Marilda C, Cavalcanti Chapter 11 Teacher response to student writing: focus on form versus content 178 ‘Ann K. Fathman and Elizabeth Whalley Chapter 12 Responding to different topic types: a quantitative analysis from a contrastive rhetoric perspective 191 Joy Reid Chapter 13. Writing with others’ words: using background reading text in academic compositions — 211 Cherry Campbell Index 231 Contributors Cherry Campbell, Monterey Institute of International Studies, California Marilda C. Cavalcanti, Universidade Estadual de Campinas, Brazil Andrew D. Cohen, Hebrew University of Jerusalem, Israel Ulla Connor, Indiana University, Indianapolis Joan Carson Eisterhold, Georgia State University, Atlanta Mary Farmer, Purdue University, West Lafayerte, indiana ‘Ann K. Fathman, College of Notre Dame, Belmont, California Alexander Friedlander, Drexel University, Philadelphia, Pennsylvania Liz Hamp-Lyons, University of Colorado, Denver ‘Ann M, Johns, San Diego State University, California Alexandra Rowe Krapels, University of South Carolina, Columbia Barbara Kroll, California State University, Northridge ona Leki, University of Tennessee, Knoxville Joy Reid, University of Wyoming, Laramie Tony Silva, Auburn University, Alabama Elizabeth Whalley, San Francisco State University, California